UNIVERSITY OF TEXAS AT DALLAS

SCHOOL OF MANAGEMENT

COURSE DESCRIPTION AND SYLLABUS

Course Information

INTERNATIONAL BUSINESS
BA 4371-5U1, SUMMER 2009
Class: Wednesdays 6:00 – 10:00 PM, SOM 1.117

Professor Contact Information

Sungjin J. Hong
SOM 4.207
e-mail: sxh085000@utdallas.edu (It is strongly recommended to communicate with the instructor
via the WebCT mail. I will check the WebCT mail regularly. Please use the above email address
only when you have urgent matters.)

Office hours: Wednesdays 5:00 – 5:30 PM or by appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions

This course requires basic knowledge in many functional areas in business. Knowledge in
management related areas can be helpful.
Prerequisites: BA 3365, MATH 1326 and MATH 2333. Pre-/Co-requisite: BA 3341.

Course Description

Globalization is the worldwide trend of business expanding beyond their domestic borders. To
compete in today’s global economy, managers need to be able to apply management principles across
countries and cultures with suitable adaptation in the process. Adopting a truly global perspective of
management, this course presents current thinking in international business theory and practice. It
introduces students to the environment of International Business and Multinational Corporations
(MNC). It will cover topics such as international trade and investment theories, country environments
(e.g., political, legal, financial and economic environments), culture, foreign direct investment,
international strategy, and corporate ethics.

Use the WebCT to obtain power point slides for the class. Slides will be uploaded several times during
the semester.

Course Objective

The emphasis of this course is on developing a general understanding of international business. The
course emphasizes application of academic knowledge to real world situations through the use of
lecture and case studies.

Course Syllabus Page 1

Class Format

This class is structured in a lecture-discussion format. There is an emphasis on using case analysis as a
way of practicing your business thinking skills as well as your writing skills.
Most international business issues are non-routine and unstructured. This is your opportunity to use
what you have learned in lecture and other classes to solve problems presented in the case. The quality
of the case analysis usually determines the quality of the solutions. The primary responsibility for the
quality of the case analysis comes from the student participants.

Student Learning Objectives/Outcomes

This course exposes you to fundamental issues and concepts in international business and
emphasizes application of academic knowledge to real world situations through the use of lecture
and case studies. In particular, I expect you to leave this course with a firm understanding of how
the institutions and resources affect MNCs in doing business internationally, and how to look at
ethical behavior in the IB context. By working as a group, you will have the opportunity to dig
more deeply into a topic of your choosing and learn the actual activities MNCs conduct in real
world situations.

By the end of this course, you should have an understanding of the multicultural aspects and
international dimensions of the societies and the world in which you live and be familiar with
knowledge and methods necessary to deal with related problems. Also you will develop a regard
for human values and the ability to make judgments based on ethical and environmental considerations.

Required Textbooks and Materials

Global Business. Mike W. Peng, South-Western CENGAGE Learning, 2009.

HBS Case Packet: Available at off-campus bookstore.

Suggested Course Materials

Current news in international business: Periodicals such as The Economist, WSJ (Wall Street Journal), or
FT (Financial Times) can be helpful.
Optional readings will be available at WebCT from the second week.

Required Readings (See Academic Calendar)

Ghemawat, P. 2001. Distance still matters: The hard reality of global expansion. Harvard Business Review,
79(September): 137-147.
Dawar, N., & Frost, T. 1999. Competing with giants: Survival strategies for local companies in emerging
markets. Harvard Business Review, 77(March-April): 119-129.
Dyer, J.H., Kale, P., & Singh, H. 2004. When to ally and when to acquire. Harvard Business Review,
82(July-August): 109-115.
Santos, J., Doz, Y., & Williamson, P. 2004. Is your innovation process global? MIT Sloan Management
Review, 45(4): 31-37.

Assignments & Academic Calendar

Course Syllabus Page 2

DATE TOPIC CH REMARKS

May 27 Syllabus, Course Overview, and Globalizing 1 Optional Reading:

Business ‘Thomas Friedman on
globalisation’ The
Economist, Apr. 2nd,
2005 (US edition).
June 3 Formal and Informal Institutions 2,3 Selection of Team
Members.
Reading: Distance still
matters (Ghemawat,
2001)
June 10 Resources and Capabilities 4,5 Reading: Competing
International Trade with giants (Dawar &
(Electronic resources available at McDermott Frost, 1999)
library)
June 17 Foreign Direct Investment 6,8 Optional Reading:
Economic Integration National borders
Meet the textbook author (guest speaker: Prof. matter (McCallum,
Mike W. Peng) 1995)
June 24 Dealing with Foreign Exchange 7,9 Mid-Term Exam
Internationalizing entrepreneurial firms Questions Assigned
July 1 Mid-Term Exam Take Home Exam
(Choose 1 case out of
3 HBS cases)
Submission Due: 6:00
PM, July 3rd.
July 8 Entering Foreign Markets 10,12 Reading: When to ally
Managing Alliances & Acquisitions and when to acquire?
(Dyer, Kale & Singh,
2004)
July 15 Global Competitive Dynamics 11, 13 Reading: Is your
Organizational Structure & Learning innovation process
global? (Santos, Doz
& Williamson, 2004)
July 22 Managing Human Resources Globally 15,17 Optional Reading:
Corporate Social Responsibility Industry self-
regulation without
sanctions (King &
Lenox, 2000)
July 29 Team Project Presentation Team Project Report
Due
Peer Evaluation
August 5 Final Exam (Bring Scantron sheets- 882 E) In-class, close-book
exam
August 12 Closure
* The instructor reserves the right to change the schedule during the semester when it is necessary.

Course Syllabus Page 3

Grading Policy

Grades: Your grade in the course will be based on objective and subjective criteria. Grades will
be curved. Grades will be based on the following:

Team Project: 25%

(Report and Oral Presentation)
Mid-Term Exam: 20%
(Team Case Analysis, Take-Home)
Peer Evaluation: multiplied with the team scores.

Final Exam: 35%

Participation: 20%
(Including Class Discussions)

Total: 100%

Course & Instructor Policies

Group Works:

The class will be divided into groups of equal size. You will be either assigned to your group or choose
your group members on the second day of the class. Your group will be responsible for one team project
report and oral presentation, plus one HBS case analysis that will be graded as the take-home, mid-term
exam. The group selection will take place on the second day of the class and each team will have around 5
members (this may change depending on class size). Late submission of group works will significantly
lower the scores.

Your team case analysis grade and team project grade will be based on the quality of the group's work.
Part of your learning experience is managing the coordination of tasks required to create a good product.
Part of your grade will be based on each individual's assessment of the relative contribution of each team
member (peer evaluation).

Each analysis will be graded according to the evaluation criteria shown on the team analysis evaluation
sheet.

Team case analysis should be a comprehensive analysis of the facts of the case and application
of concepts learned in the lecture and textbook. Your team can choose any single case out of
three HBS cases from the course case packet. I will distribute the questions for each case, a
week prior to the mid-term week. Your group case analysis grade will be based on the quality of
the group's work. An answer for each question should not exceed one page (font size 11)
excluding tables, figures, and references.

Team project report should be a comprehensive analysis of the current international business
cases that may be found from WSJ or The Economist articles, and should be an application of
concepts learned in the lecture and textbook. Your group case analysis grade will be based on
the quality of the group's work.
It is important that you make use of library search engines. Only using company homepage and
Google or its equivalent (e.g. Yahoo) is not enough (they are not considered as outside sources).

Course Syllabus Page 4

For Team project report, to address the above issues, students should use outside sources of
information. In addition to using the library search engines, suggested references include Annual
Reports, 10-K Forms, Business Week, Wall Street Journal, Forbes, Fortune, Moody’s Industrial
Manual, Harvard Business Review, Sloan Management Review, etc. When you use outside
sources, make sure that you make the references bold, so the instructor can easily find out how
many outside sources (other than company homepage and Google) are used. One of the
librarians or the instructor will spend some time to explain how to meaningfully use library search
engines for analyses. Do not rely too much on the same references—select a variety.

Note: Oral presentation of the team project report should be approximately 15-20 minutes
in length with approximately a 5 minutes discussion period.
You will bring copies of PP slides for the instructor and students. In the copies, source of
references should be included in both PP slides and a separate reference appendix.

Class Participation:
Class participation is highly encouraged in both the lecture portion as well as the case discussion
portion of the class. Quality of class contributions will be weighted more heavily than quantity.
Frequent and valuable participants are who attend most of the classes, participate regularly in
every class attended, and at least make one significant contribution in each class attended.
“Participation and contribution” is a meaningful portion of the total course grade – 20%. To help
the instructor learn each student’s name and grade “participation and contribution” as fairly as
possible, you will prepare and bring a “nameplate” to each class.

Here are some guidelines in participation grades. The instructor has the sole authority in assigning
participation grades.

20/20 (excellent participation): attend most of the classes, participate regularly in every class attended, and
at least make one significant contribution in each class attended

18/20 (very good participation): attend most of the classes, participate regularly in every class attended, and
at least make significant contributions in most classes attended

15/20 (good participation): attend most of the classes, participate regularly in most classes attended, and
make significant contribution in several classes attended

10/20 (poor participation): participates in some of the classes attended, and make significant contribution in
a couple classes

5/20 (very poor participation): I hope nobody falls in this category

Peer Evaluation: Each team member will evaluate the rest of the team members for their
contribution to group work. Details on how to calculate peer evaluation and how to incorporate
into the group projects are shown in the peer evaluation sheet.

Class Policies:

Absences/Make-ups:

There are no excused absences from the exams without a written excuse from a doctor or the academic
dean. If there is a serious scheduling conflict, it is your responsibility to let the instructor know well in
advance. No work will be accepted after the date that it is due. Exams and team reports can be turned in
earlier than the designated dates with written excuses, but not later.

Course Syllabus Page 5

Honor Code Information:
No case write-ups, exams, or student's notes from current or previous business school students should be
consulted in doing your case analysis. You can, however, consult your notes and reading materials as well
as information in the library. Any material quoted directly or paraphrased should be referenced in your
written and oral cases. Plagiarism is a serious infraction and will be dealt with accordingly.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD publication, A to Z Guide, which is provided to all registered students each academic
year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and
in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating
Procedures. Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university
regulations, and administrative rules. Students are subject to discipline for violating the standards
of conduct whether such conduct takes place on or off campus, or whether civil or criminal
penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the
student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university

Course Syllabus Page 6

 encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to
ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class
once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of
the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to resolve
the matter with the instructor, supervisor, administrator, or committee with whom the grievance
originates (hereafter called “the respondent”). Individual faculty members retain primary
responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level,
the grievance must be submitted in writing to the respondent with a copy of the respondent’s
School Dean. If the matter is not resolved by the written response provided by the respondent, the
student may submit a written appeal to the School Dean. If the grievance is not resolved by the
School Dean’s decision, the student may make a written appeal to the Dean of Graduate or
Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The
decision of the Academic Appeals Panel is final. The results of the academic appeals process will
be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students,
where staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

Course Syllabus Page 7

 The contact information for the Office of Disability Services is:
The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members to
verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

Course Syllabus Page 8

 Team Analysis Evaluation Sheet: BA 4371

1. Summary of the critical issues (10pts) Exceeds Expectations 10 pts

Most of the information in the case is not repeated. Meets Expectations 8-9 pts
Identificaton of internal and external issues. Marginally Meets Expectations 7 pts
Identification of the most important issues Does not Meet Expectations 5 pts

2. Strategic Analysis (20 pts) Exceeds Expectations 19- 20 pts

Evidence of deeper analysis beyond what is written or presented. Meets Expectations 16-18 pts
Suggests realistic options for the company (or industry). Marginally Meets Expectations 13-15 pts
Identifies pros and cons of options. Does not Meet Expectations 10-12 pts
Provides realistic, case-based support for the options.

3. Recommendation (10 pts) Exceeds Expectations 10 pts

Quality and support of the recommended option. Meets Expectations 8-9 pts
Implementation impact of the recommendation. Marginally Meets Expectations 7 pts
Does not Meet Expectations 5 pts

4. Other grading criteria (10 pts)

Clarity and logic of ideas Exceeds Expectations 10 pts
Use of exhibits Meets Expectations 8-9 pts
Clarity of writing Marginally Meets Expectations 7 pts
Grammar, spelling, structure Does not Meet Expectations 5 pts
Organization of presentation
Speaking style, use of visual aids and
handouts, balance of speakers
Dress and overall professionalism

Course Syllabus Page 9

 Peer Evaluation Sheet

Team # ______________

Name __________________________

Name Self
Score
(1-5)*
Reasons

• 1 (extremely unsatisfactory) – 2 (very unsatisfactory) – 3 (unsatisfactory) – 3.5 (neither

satisfactory nor unsatisfactory) - 4 (satisfactory) – 4.5 (very satisfactory) – 5 (extremely
satisfactory)
• if 1, then the person gets 0.2
• if 2, then the person gets 0.4
• if 3, then the person gets 0.6
• if 3.5, then the person gets 0.7
• if 4, then the person gets 0.8
• if 4.5, then the person gets 0.9
• if 5, then the person gets 1
• Then the participation score will be multiplied with the score one gets from 3 group
project5. For example, if a student gets 40/50 and 7/10 for the two group projects and 3
from the peer evaluation, then the actual grade is 47/60*0.6 = 28.2/60, not 47/50.
• Be objective in evaluating other members in your group and specify reasons.
• The evaluation should be turned in on the final exam. Peer evaluation sheet will be
provided along with the exam booklet.
• If one fails to turn in the peer evaluation sheet, then everybody in the team gets 4
(0.8).

Course Syllabus Page 10

INFORMATION FOR TEAM PROJECT:
1. Your position is that of a management consultant to the chief executive officer of the
company. You have been hired to do a strategic analysis of the company and the industry
regarding the current international business issues, using the relevant case materials, library
research, electronic data sources, and tools suggested by the text. The goal is to determine
what direction the company should take and make specific recommendations about what the
company should do next and why.

INFORMATION FOR THE WRITTEN REPORT

1. The written analyses of the current international business cases chosen by each team are
due at the team presentation day, a week before the final exam. A satisfactory job will take a
maximum of 5 double spaced pages, excluding any number of exhibits and a bibliography
of outside references. Exhibits may use charts, tables, and professional strategic planning
tools found in the text. DO NOT add charts just to the sake of length. All exhibits should ADD
VALUE to the written analysis.

2. Including quantitative analyses (e.g. such as financial ratios, industry sales, and competition
figures) is highly recommended. Clever use of exhibits can dramatically enhance the quality
of the paper.

3. Hand in one copy of your written report. Keep an additional copy for yourself. DO NOT USE
REPORT BINDERS OR COVER SHEETS. Library research AND online research (called
“due diligence” in the business world) is REQUIRED.

The following library site provides abundant data search engines that are helpful in writing a
paper.
http://www.utdallas.edu/library/reference/business.html

Just searching company website and/or citing free web information is not enough. Take advantage of
the paid search engines in the library homepage. It contains the following search engines. Should you
have further questions, contact liaison librarians in the library (Loreen Phillips,
Loreen.Phillips@utdallas.edu or visit http://www.utdallas.edu/library/reference/somliaison.html.

• Business and Company Resource Center

• Business Source Premier
• Wall Street Journal (1984-current)
• Academic Universe Lexis Nexis (then under Business)
• Mergent Online (formerly Moody's FIS Online) (company financial information)
• National Trade Data Bank (NTDB)
• EconLit (economics)
• PAIS (public affairs)
• Regional Business News (from TexShare)
• EDGAR Financial Reports (company financial information)
• Social Sciences Abstracts
• Social Sciences Citation Index (Web of Science/Web of Knowledge)

Course Syllabus Page 11

 • Essay & General Literature Index
• Web of Science (Web of Knowledge) (citation indexes)
• WorldCat (OCLC)

4. Suggested format:

A. Sub-titles are required

B. Analysis (not just facts) and recommendation required.

C. Exhibits and References. (Exhibits should be labeled sequentially and in the order they
are discussed in the text. If you do NOT talk about an exhibit in the text, it probably isn’t
doing anything except taking up space.)

INFORMATION FOR THE ORAL PRESENTATION

1. Each team is scheduled for one oral presentation. These should be approximately 15 - 20 minutes in
length. Power point slides would be employed.

2. All team members must be involved in the oral presentation with each team member presenting a
segment. Segment definition is the responsibility of the team. Teams making the oral presentation of a
case do NOT prepare a written report. However, a printout of your slides as well as a bibliography
should be given to your instructor and other class members. The title page of your presentation should
list the case name, the date, the names of each team member, and the segment each member will cover.

3. When presenting, indicate the outside sources used. If you present industry averages, for example, or
demographic data, indicate where you got them.

4. After you have presented; be prepared to receive questions regarding your assumptions, your use of
data, your conclusions, your logic, and your recommendations. Other class members may not agree
with your analysis. Your instructor may challenge your analysis. DO NOT BECOME DEFENSIVE.
This is a natural part of the process. You are being asked to think on your feet and demonstrate that
you have a deep understanding of the case issues. ALL team members should participate in the
question and answer session. Everyone learns from this experience, even class members who are not
presenting.

Course Syllabus Page 12